Rachel Magid

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BACKGROUND Accurate prediction of intra-protein residue contacts from sequence information will allow the prediction of protein structures. Basic predictions of such specific contacts can be further refined by jointly analyzing predicted contacts, and by adding information on the relative positions of contacts in the protein primary sequence. RESULTS We(More)
Studies of children's causal learning typically provide learners with clear evidence for direct causal relations, e.g., a machine that activates when a toy is placed upon it. But causal systems in the real world often present indirect perceptual evidence generated by interactions between hidden variables: Consider a child trying to figure out what's inside(More)
Iconicity is prevalent in gesture and in sign languages, yet the degree to which children recognize and leverage iconicity for early language learning is unclear. In Experiment 1 of the current study, we presented sign-naïve 3-, 4- and 5-year-olds (n=87) with iconic shape gestures and no additional scaffolding to ask whether children can spontaneously map(More)
Acknowledgements I would like to thank all those who made the completion of this thesis project possible. First, I would like to thank my research advisor Dr. Jennie Pyers for her constant guidance and support throughout the research process and for serving as chair of the Psychology Honors Thesis Program. I would also like to thank the members of the(More)
Many beliefs about oneself are constructed through experiences, but the kinds of evidence that inform these beliefs in early childhood are not well understood. One critical source of information that affects adults and older children's appraisals of their abilities and traits is social comparison. We found that even four-and five-year-olds (mean=56 months)(More)
Even infants expect agents to act rationally in pursuit of their goals. However, little research has looked at whether young children expect other agents to learn rationally. In the current study, we investigated 4.5-to 6-year-olds' reasoning about another agent's beliefs after the agent observed a sample drawn randomly or selectively from a population. We(More)
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